Necessity of Using Problem Based Learning (PBL) and Structural Physical Models on an Educating Structural Course - Case Study of a Structural Systems Course, Master Degree Architecture Students

Oct 15, 2026

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Teaching structure to architecture students is a key part of architecture curricula, yet students often struggle to apply knowledge and data in real structural environments, limiting professional effectiveness and essential skills. This case study for master’s architecture students at the University of Tehran evaluates an approach that blends Problem Based Learning (PBL) with physical structural models. The theoretical class is transformed into workshop formats with group work and hands-on activities to strengthen structural-behavior learning. Findings indicate PBL and Structural Physical Models support understanding without complex formulas and improve preparedness for future situations.

LanguageEnglish

CategoryExam

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Alternative teaching methods and the pedagogic gap

Model making and computational tools in structural education

Structural physical models and student-centered learning

Necessity of using Problem Based Learning (PBL) and Structural Physical Models on an Educating Structural Course: Case Study of a Structural Systems Course, Master Degree Architecture Students Ladan Vojdanzade, University of Tehran, Iran Katayoun Taghizade, University of Tehran, Iran Abstract Teaching structure to architecture students is an important part of the architecture curriculum in faculties. Weak points of architecture students in using their knowledge and data in real environments has caused many problems in professional activities or withheld their essential skills. In this situation they cannot use their abilities and success in their job positions. In this study, we aimed to promote learning structural behavior in a structural systems course, by using a method that is a blend of a Problem Based Learning (PBL) model and a physical model. This was undertaken in structural studies for master degree students in the University of Tehran. In the recent experiment, the theoretical class changed to a workshop and practical class and they learned and studied by working in a group and through hands-on activities to increase their skills and demonstrate abilities, so they are prepared for parallel situations in future. The research method which has been used in this paper is based on the description of the subject feature. According to the research, a PBL model and Structural Physical Model are appropriate ways of understanding the structural behavior without using complicated mathematical formulas. It also provides the best technique for students’ preparation and learning. Keywords Structural Physical Model, PBL, Structural Design Training, Deployable Pavilion, Educating, Teaching Methods. Introduction In the past decade, there is a new orientation to teach theoretical and lecture based courses such as structure with a similar approach and activities. Learning architectural design is usually a cooperative and problem based activity. (Khodadadi, 2015) Several researchers and teachers have tried to present perfect solutions based on different learning theories, teaching methods and experiences in different faculties of architecture. In research, Dytoc (Figure 1) focuses on alternative teaching methods of illustrating structural behavior and concepts for integration into architectural design thinking. To reach this state, the pedagogic gap between architectural and structural classes needs to be bridged. The teaching methods are based on two viewpoints: 1. To comprehend structures in a graphical manner 2. To understand structures as a potent sculptor of form. (Dytoc, 2009, p.51) Figure 1: The ballerina, with her pointe shoes, balances on her toes, while Bozo, with his huge size 20-EEE wingtips, flip-flops his way to infamy. (Dytoc, 2009) Raut and Kalamkar teach structures to architectural students in an innovative and interesting way through model making. The students’ outputs are presented and this technique of model making hence is proved to be an effective method for practical understanding of structures concepts. (2019, p.4571) They design and create: • A Model of Cable-Bridge to understand cable as structural member to take, divert and transfer load. • A Model of Arch-Bridge to understand arch as member to take and divert load in structure. • A Model of Truss to understand vertical, horizontal and inclined forces. • A Tall building to understand wind forces second article. In the other research, Black and Duff (1994) used advanced structural engineering software, finite elements, to teach structures to architecture students. Students used the computer software to analyze small and large buildings and compare those with their hand calculations. According to Wetzel (2012, p. 107),“integrating structures and design encourages students to inform their design decisions with an understanding of material properties, structural systems.”Therefore, Wetzel introduced dynamic modeling techniques and

FAQs

What problem does the study address in structural education for architecture students?

The study targets students’ weak ability to apply structural knowledge in real environments, which hinders professional performance and essential skills.

How does the proposed teaching approach work in the structural systems course?

It blends Problem Based Learning (PBL) with Structural Physical Models, turning lectures into workshop and practical sessions where students learn through group work and hands-on activities.

According to the study, why are PBL and Structural Physical Models effective?

They help students understand structural behavior without relying on complicated mathematical formulas and provide strong preparation for learning and future application.

Oct 15, 2026

Upload by nayy☆